Effects of Individualized Coaching on Teacher Implementation Fidelity of Systematic Instruction with Students with Developmental Disabilities

Autor/inn/en	Lory, Catharine; Smith, Jennifer Elaine; Mason, Rose A.; Gregori, Emily; Matijevic, Jenna; Rispoli, Mandy
Titel	Effects of Individualized Coaching on Teacher Implementation Fidelity of Systematic Instruction with Students with Developmental Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 58 (2023) 1, S.74-88 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Coaching (Performance); Individualized Instruction; Special Education Teachers; Faculty Development; Teaching Methods; Students with Disabilities; Evidence Based Practice; Developmental Disabilities; Elementary School Teachers; Public Schools + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule
Abstract	Research has established that implementing evidence-based practices with a high procedural fidelity is integral in promoting positive outcomes for students with moderate-to-severe disabilities and more significant support needs. However, special education teachers who teach students with moderate-to-severe developmental disabilities often lack training in adopting and implementing evidence-based practices. This study used a multiple-baseline single-case experimental design to investigate the effects of job-embedded, individualized coaching on a special education teacher's implementation fidelity of systematic instruction for students with disabilities within natural teaching routines. Immediate and maintained increases in the implementation fidelity were found across all systematic instruction components, demonstrating the effectiveness of the individualized coaching intervention. Additionally, a brief social validity assessment at the completion of the study suggested that the coaching procedures were highly acceptable and useful for enhancing the implementation of an evidence-based practice in a natural setting. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01